Cross-national trends in perceived school pressure by gender and age from 1994 to 2010
Cross-national trends in perceived school pressure by gender and age from 1994 to 2010
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DOI：
10.1093/eurpub/ckv027
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发表时间：
2015-04-01
影响因子：
4.4
通讯作者：
Rasmussen, Mette
中科院分区：
文献类型：
--
作者：
Klinger, Don A.;Freeman, John G.;Rasmussen, Mette
工作背景：校内压力是了解学校经历如何影响年轻人智力发展、身心健康和未来教育决定的一个重要组成部分。研究方法：五轮调查的数据1993/1994年、1997/1998年、2001/2002年、2005/2006年和2009/2010年），研究了五个不同地区11岁、13岁和15岁儿童报告的学校压力量与时间、年龄和性别有关的趋势（北美、英国、东欧、北欧和日耳曼国家）。结果如下：1994年至2010年期间，各区域报告的学校压力感受没有变化，尽管2002年和2006年暂时有所增加。除11岁的儿童外，女孩报告的学校压力水平高于男孩（科恩d从0.12到0.58），学校压力在年龄较大的群体中更高。这些结果在各国都是一致的。从区域来看，北美的儿童报告的学校压力最高，日耳曼国家的学生最低。结论：与儿童发展有关的因素以及社会期望和结构的差异，沿着国际学生评估方案（比萨）可能产生的不同影响，可能部分解释学校压力的差异和趋势。随着青春期的开始和从小学向要求更高的中学教育的转变，学校压力也随之增加。在比萨结果公布后的几年里，学校压力与时间相关地增加，在结果不太积极的地区，这种增加更大。
Background: Pressure within school can be a critical component in understanding how the school experience influences young people's intellectual development, physical and mental health and future educational decisions. Methods: Data from five survey rounds (1993/1994, 1997/1998, 2001/2002, 2005/2006 and 2009/2010) were used to examine time-, age- and gender-related trends in the amounts of reported school pressure among 11-, 13-and 15-year-olds, in five different regions (North America, Great Britain, Eastern Europe, Nordic and Germanic countries). Results: Across the regions the reported perceptions of school pressure did not change between 1994 and 2010, despite a temporary increase in 2002 and 2006. With the exception of children at 11 years of age, girls reported higher levels of school pressure than boys (Cohen's d from 0.12 to 0.58) and school pressure was higher in older age groups. These findings were consistent across countries. Regionally, children in North America reported the highest levels of school pressure, and students in the Germanic countries the lowest. Conclusion: Factors associated with child development and differences in societal expectations and structures, along with the possible, albeit, differential impact of the Programme for International Student Assessment (PISA), may partially explain the differences and trends found in school pressure. School pressure increases alongside the onset of adolescence and the shift from elementary school to the higher demanding expectations of secondary education. Time-related increases in school pressure occurred in the years following the release of the PISA results, and were larger in those regions in which results were less positive.